Bullying is a huge problem in schools all over the Unites States. It is estimated that up to 80% of children in schools will experience bullying. The research on bullying has drastically increased over the past decade to try to remedy this problem. Even with all of the research on bullying there are many common misconceptions that teachers often have. One myth is that bullies are often rejected by their peers and have a very low self esteem. Often times the students victimizing have an inflated self view and many times are admired by their classmates. Many parents and educators often believe that bullying is a natural part of growing up. When in fact, bullying increases the vulnerability of children. Many of these children may think that they are asking to be bullied which is detrimental to their self esteem which can often be followed by more visits to the nurse and increased school absences. Unfortunately many adults will often also think that the students are "bringing the bullying on". Another myth is that once a child is a victim they will always be a victim. Much of bullying that takes place can be situational like transitioning to a new school or delayed physical development. Many people believe that boys are physical victims and girls are relational victims when in fact as children grow older into middle and high school both genders tend to use psychological victimization because physical is no longer socially acceptable. Many educators believe that there should be a zero tolerance for bullying, but each situation is unique. How the situation should be handled varies drastically from situation to situation. Bullying almost always involves more than just the perpetrator and the victim. Many times other students are standing by witnessing the victimization and do nothing about it. Finally the article discusses intervention. When dealing with the harassment or victimization, educators need to teach bullies how to handle their anger and to teach them to take responsibility for their actions. Teachers should never ignore bullying moments, and should use these opportunities as teachable moments for the children. Dialogues can take part in the classroom, and students can critically examine the behaviors without pointing fingers at the bullies or the victims. Together educators must teach tolerance and appreciation for diversity.
I believe that the increase of peer victimization is prevalent in school environments everywhere. I have seen it in several schools that I have observed in. I feel the psychological torture is what does the most harm in the school environment. As the article states the psychological torture is more common in the middle and high school levels. At this point in time students know that the physical harassment is unacceptable. Because a lot of this torture goes unnoticed in the schools it is important to address these circumstances when they are seen because much more of this is happening out of sight. The myths are important to keep in mind. Many bullies are not suffering from low self-esteem it is quite the opposite. The perpetrators are students who are strong leaders, and it is important as teachers to teach these students to lead in a more positive fashion. If these moments are ignored it can be detrimental to the bully and the victim. Most importantly, I believe teachers and administrators need to keep track of the incidents that are occurring looking for the increase in decrease in school bullying and what interventions are improving the school's bullying situation. If middle and high school educators can address this problem, we may see less incidents of bullying at the college level like the incident at Rutgers University. The scope of bullying with texting and other cyber technologies is a very real problem that teachers will be working with throughout their careers. The article makes it clear that the problem is complex, and that the best answers will be found when each situation is examined carefully by teachers and administrators. This article is a great introduction for teachers to explore common misconceptions about bullying and to learn to think critically in their individual school environments.
Graham, S. (2010). What educators need to know about bullying behaviors. Phi Delta Kappan ,92(1), 66-69.
Bullying is a huge problem in schools all over the Unites States. It is estimated that up to 80% of children in schools will experience bullying. The research on bullying has drastically increased over the past decade to try to remedy this problem. Even with all of the research on bullying there are many common misconceptions that teachers often have. One myth is that bullies are often rejected by their peers and have a very low self esteem. Often times the students victimizing have an inflated self view and many times are admired by their classmates. Many parents and educators often believe that bullying is a natural part of growing up. When in fact, bullying increases the vulnerability of children. Many of these children may think that they are asking to be bullied which is detrimental to their self esteem which can often be followed by more visits to the nurse and increased school absences. Unfortunately many adults will often also think that the students are "bringing the bullying on". Another myth is that once a child is a victim they will always be a victim. Much of bullying that takes place can be situational like transitioning to a new school or delayed physical development. Many people believe that boys are physical victims and girls are relational victims when in fact as children grow older into middle and high school both genders tend to use psychological victimization because physical is no longer socially acceptable. Many educators believe that there should be a zero tolerance for bullying, but each situation is unique. How the situation should be handled varies drastically from situation to situation. Bullying almost always involves more than just the perpetrator and the victim. Many times other students are standing by witnessing the victimization and do nothing about it. Finally the article discusses intervention. When dealing with the harassment or victimization, educators need to teach bullies how to handle their anger and to teach them to take responsibility for their actions. Teachers should never ignore bullying moments, and should use these opportunities as teachable moments for the children. Dialogues can take part in the classroom, and students can critically examine the behaviors without pointing fingers at the bullies or the victims. Together educators must teach tolerance and appreciation for diversity.
I believe that the increase of peer victimization is prevalent in school environments everywhere. I have seen it in several schools that I have observed in. I feel the psychological torture is what does the most harm in the school environment. As the article states the psychological torture is more common in the middle and high school levels. At this point in time students know that the physical harassment is unacceptable. Because a lot of this torture goes unnoticed in the schools it is important to address these circumstances when they are seen because much more of this is happening out of sight. The myths are important to keep in mind. Many bullies are not suffering from low self-esteem it is quite the opposite. The perpetrators are students who are strong leaders, and it is important as teachers to teach these students to lead in a more positive fashion. If these moments are ignored it can be detrimental to the bully and the victim. Most importantly, I believe teachers and administrators need to keep track of the incidents that are occurring looking for the increase in decrease in school bullying and what interventions are improving the school's bullying situation. If middle and high school educators can address this problem, we may see less incidents of bullying at the college level like the incident at Rutgers University. The scope of bullying with texting and other cyber technologies is a very real problem that teachers will be working with throughout their careers. The article makes it clear that the problem is complex, and that the best answers will be found when each situation is examined carefully by teachers and administrators. This article is a great introduction for teachers to explore common misconceptions about bullying and to learn to think critically in their individual school environments.